How to use kindergarten design to create an environment that children like

Abstract: In the long river of education development, the theme wall decoration of kindergarten has always been an important part of children's life in the park. Curriculum reform has brought all children's activities into the scope of education, and more and more elements have been involved in children's participation. The theme wall environment does not pay too much attention to the exquisiteness, beauty and completeness of the works as before. Unlike before, children's thinking and behavior are dependent on teachers' thinking and behavior. Nowadays, the theme wall vividly, intuitively and truly reproduces the intimate dialogue between teachers and children in terms of content sources and theme generation. The close relationship between children and teachers; The emotional atmosphere between children and young children. To some extent, the creation of wall decoration has become an effective means of kindergarten education and teaching. However, there are many problems in the creation of kindergarten environment, especially the theme wall decoration environment. On how to give full play to the true value of kindergarten wall decoration, I list the following points in combination with the concept of new curriculum and curriculum reform: First, let the theme wall decoration in environmental creation "speak". Second, let children participate in the creation of theme wall environment as masters. Third, the dynamic creation of wall environment. —— Experimental Kindergarten in Huai 'an City, Jiangsu Province In the long river of educational development, the theme wall decoration of kindergarten, as an indispensable "environment" to promote children's development, has always been an important part of children's life in the park. Curriculum reform has brought all children's activities into the scope of education, and more and more elements have been involved in children's participation. The theme wall environment does not pay too much attention to the exquisiteness, beauty and completeness of the works as before. Different from the previous environment creation, children's thinking and behavior are dependent on teachers' thinking and behavior. Nowadays, the theme wall vividly, intuitively and truly reproduces the intimate dialogue between teachers and children in terms of content sources and theme generation. The close relationship between children and teachers; The emotional atmosphere between children and young children. The Guiding Outline of Kindergarten Education clearly states that "the environment is an important educational resource, and the development of children should be effectively promoted through the creation and utilization of the environment". Therefore, it is particularly important to create theme wall decorations suitable for children's development with the theme of "children's development". We know that the kindergarten environment includes two aspects: one is the material environment, and the other is the psychological environment. What I want to talk about today is the wall environment as a material environment, which is a part of our daily life. It gives children a sense of line, shape, color, composition and other factors, and gives them emotional pleasure. To some extent, the creation of wall decoration has become an effective means of kindergarten education and teaching. However, there are many problems in the creation of kindergarten environment, especially the theme wall decoration environment. Question 1: Teachers have more hands and brains, but children have less hands and brains. The creation of the wall environment pays too much attention to the exquisiteness, beauty and integrity of the works. In other words, the phenomenon of teachers' planning and design is widespread. Question 2: Kindergarten practice requires teachers to arrange the environment and conduct environmental assessment at the beginning of school, which will inevitably lead to more imaginative schemes for teachers and less imaginative schemes for children. Purely pursuing the result of environmental layout. Question 3: Due to the carefully arranged environment at the beginning of school, it is reluctant to change, and there are often wall decorations that have not been changed throughout the semester. More fixed and less change. Fortunately, we have gradually realized the above problems. However, we have to admit that most of our environment creation is based on teachers' ideas and wishes, and children's interests, needs and existing development level are basically ignored, so the environment has lost its due influence and educational value in promoting children's development. So how to give full play to the real value of kindergarten wall layout? Combining the concept of new curriculum and curriculum reform, I list the following points: First, let the theme wall decoration in environmental creation "talk" and "environment can talk", because the key point is that a well-designed environment can play a suggestive role and induce children's positive behavior. The role of the environment is often subtle and repeated, so sometimes its role is more real than the teacher's words and deeds. For example, the small class "My Home" theme wall decoration: small class children will definitely have different degrees of anxiety and anxiety when they first enter the park. Teachers fully consider this point in the construction of the environment, so they decorate the wall decoration of "My Mom" in the activity room. Look, "Mom" has beautiful eyes and a smile on her face, as if to say, "Don't be afraid, baby, mom is here! Whenever a child is homesick for his mother, he will look at this wall as if he saw his own mother. In addition, an interactive wall "My Home" was specially arranged: photos of children with their parents and other family members. For those children who are anxious about entering the park, the teacher will point to the photos on the wall and say, "The baby is so beautiful, how sweet and happy it is to laugh!" Thereby alleviating children's anxiety about entering the park. Teachers try their best to understand the strange environment in which children leave home and come to kindergarten, and strive to arouse children's desire to care more about the class and come to the garden in the creation of the environment. Teachers pay attention to children's emotions in the wall environment layout, express their concern for children with the help of the environment, and let children feel like spring breeze, such as spring rain. It can be seen that teachers should pay more attention to the educational value implied in the content when choosing the content of wall decoration in the environment, rather than blindly pursuing exquisiteness and beauty. For example, select some conventional and good habit-building content and stick it on the corresponding wall to remind children that not only children can control themselves, but also they can supervise each other among their peers, which can not only cultivate some good habits of children, but also reduce the workload of teachers. For example, you can put toys on the wall of the activity room, and post some environmental creation contents about toys to be handled carefully, toys to play together, and so on, which reflect the education of life plate. Let children participate in the creation of theme wall environment as masters. Teachers should change their ideas, let children directly participate in the creation of the environment as masters, and give children the initiative to create the wall environment, then the role of teachers will change from direct hands and brains to observers, listeners and supporters. First of all, teachers should pay more attention to children and observe their interests and needs. Stimulate their enthusiasm for creating themed wall decorations, then listen to children's thoughts and thoughts on creating a wall decoration environment and give them appropriate support. Guide the children to discuss the final content of wall decoration. For example, children often tell each other that they have been to those places to play, which will often arouse their great interest, so how to turn these interests into a content of our kindergarten theme wall decoration? Teachers can inspire children in time. When did you go to play? What did you play? Inspire children to discuss collectively, and then decide the content of "Happy Holidays" wall decoration. Such as: "Happy holidays! Wall Decoration "This Wall Decoration" is a theme wall decoration produced by Zhu Qingyun's children during the May Day. Teachers seize the opportunity of teaching and arouse children to collect pictures about festivals, such as "March 8th Festival", "Children's Day" and "Teacher's Day". When children pay more and more attention to festivals, teachers use family resources to let parents enrich their children's understanding of some major festivals, and at the same time issue family questionnaires to let parents record which festivals their children know and how they spend them during the holidays. As New Year's Day is approaching, the teacher organizes the children to enrich the wall with dexterous hands. Just after New Year's Day, the teacher mobilized the children to bring photos taken during the festival to decorate the wall. You see, the children's dancing is so moving, their expressions are so focused, and their smiling faces are so bright when they go out to play, so they have a set of vivid wall decorations. This kind of wall decoration, with the happy participation of children and the enthusiastic cooperation of parents, not only plays its due educational function, but also makes the relationship between families more harmonious, which is conducive to better promoting the development of children. Secondly, the process of collecting and arranging materials and creating environment is regarded as a learning process for children. We should prepare materials with children. In this process, we should fully mobilize the enthusiasm of young children. Children should try their best to do what they can, let them think about what they can think of, let them use their existing knowledge and experience to obtain information and materials through various channels such as watching, listening and asking, and develop their ability to obtain information and materials and explore and solve problems. After collecting the materials, try to let the children negotiate how to decorate the theme wall decoration, so that the communication ability between children can be well developed. At this time, the teacher just watched the children as an observer at any time. When you find that your child is really in trouble and really needs help, you can ask your child softly, "Do you need my help?" Ask the children's permission before you intervene. Third, the dynamic creation of the wall environment. The dynamics mentioned here are reflected in two aspects: First, the creative content of the theme wall is not static, and it can be changed, increased or decreased at any time. For example, wall decoration needs to be arranged in line with children's interests, and it also changes with the seasons or themes. It can be rearranged or gradually deepened and enriched. "Driving a train" is a favorite language game for big class children. Whenever they say "hey, hey, my train is about to leave", the children will lean forward, open their eyes, clap their hands and say it with their mouths open, not to mention the excitement. However, the teacher found that the train mentioned by the child was limited to the cities around us, such as Nanjing and Huai 'an, and similar phenomena occurred from time to time. In order to broaden children's horizons, the teacher encourages children to watch and listen to the "weather forecast" at 7: 30 every night. A week later, they knew more and more city names, and several teachers carefully drew a map of China. During the game, when the children say the name of the city, the teachers will look for it on the map with the children, and the children's enthusiasm for participating in the game is higher. One day, several boys discussed what car to take together, and some said, "By train." Some said, "By car." The teacher thought, "Why not let the children design their own cars?" Based on this situation, manual activities were carried out. Children make buses, trains, vans and cars from various wastes such as beverage bottles and cartons. The teacher fixed these cars around the map according to the children's wishes. In this way, the wall decoration with the theme of "My car is leaving" came into being. Wall decoration is constantly enriched and changed according to children's needs. In this process, children continue to collect, store, organize, communicate and share information, and their ability to observe, think, communicate and express has been improved. Secondly, the dynamic nature is also manifested in vividly, intuitively and truly reproducing the close "dialogue" between teachers and children; Because teachers pay attention to children's emotions in the wall layout of the environment, which contains the true feelings between teachers and children, children and children. On the other hand, children participate in the change of the whole environment as masters, and each of them will nail their wishes on the wall, vent their inner emotional needs, believe that they have changed the environment and experienced the joy of success. For example, the small theme of "My little hands are really capable" allows children to decorate the kindergarten as a "home", so that children can truly integrate their thoughts, ideas and feelings into the wall decoration, and the wall decoration can truly become a close-up "dialogue" between children and teachers. In addition, provide materials in time and adjust environmental settings. To give full play to the role of environmental protection materials, we must also make clear the educational value of every wall decoration. For example, the wall decoration of a middle school class "Mother Earth" is a poster designed by children to cooperate with environmental protection propaganda. By asking "Mother Earth is ill, what should we do?" Guide children and parents to collect information about the causes of Mother Earth's illness and the methods of treating Mother Earth. In the process of collecting information, the children also participated in many environmental protection activities, consciously and actively protecting the surrounding environment. In the process of wall decoration design, because the content and materials of wall decoration come from children's lives and topics of concern, children are very interested and easy to accept. Teachers keep asking new questions about children's interests, leading environmental education to a deeper level and linking it with children's daily behavior. These practices have laid a good foundation for children to truly understand the significance of environmental protection and form conscious environmental protection behavior. The theme wall was decorated, but the educational activities did not end there. The teacher guided the children to continue collecting and sorting materials to enrich the content of wall decoration. In this process, children exchange and share the collected environmental information with each other, and they begin to learn to pay attention to the surrounding environment and protect it with their own practical actions. In a word, the environment, as an important educational resource, has a great influence on children, although it is hidden. The construction of kindergarten theme wall environment no longer emphasizes external decoration such as "beautification, greening and purification", nor is it simply the physical labor of teachers, nor is it blindly imitating the fashion trends of others. We should aim at children's development needs, closely focus on educational objectives and teaching contents, give full play to children's main role, fully mobilize children's enthusiasm for participation, and create a theme wall environment that children love. Make it have a hidden impact on children's cognition and emotions.